Entrepreneurship

Monroe Township Schools









Curriculum Management System





Entrepreneurship

Grade 10-12

September 2009





* For adoption by all regular education programs Board Approved: September 2009

as specified and for adoption or adaptation by

all Special Education Programs in accordance

with Board of Education Policy # 2220.

Table of Contents







Monroe Township Schools Administration and Board of Education Members Page 3



Acknowledgments Page 4



District Mission Statement and Goals Page 5



Introduction/Philosophy/Educational Goals Pages 6



National and State Standards Page 7



Scope and Sequence Pages 8-9



Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages 10-88



Benchmarks Page 89









2

MONROE TOWNSHIP SCHOOL DISTRICT





ADMINISTRATION



Dr. Kenneth Hamilton, Superintendent

Mr. Jeff Gorman, Assistant Superintendent





BOARD OF EDUCATION



Ms. Amy Antelis, President

Ms. Kathy Kolupanowich, Vice President

Mr. Marvin Braverman

Mr. Ken Chiarella

Mr. Lew Kaufman

Mr. Mark Klein

Mr. John Leary

Ms. Kathy Leonard

Mr. Ira Tessler



JAMESBURG REPRESENTATIVE



Ms. Patrice Faraone



Student Board Members



Ms. Melissa Bonamici

Ms. Nidhi Bhatt



3

Acknowledgments





The following individuals are acknowledged for their assistance in the preparation of this Curriculum

Management System:







Writers Names: Ralph Zamrzycki



Supervisor Name: Robert Mele, Supervisor of Arts and Careers Technology



Technology Staff: Al Pulsinelli

Reggie Washington





Secretarial Staff: Debby Gialanella

Geri Manfre

Gail Nemeth









4

Monroe Township Schools

Mission and Goals



Mission



The mission of the Monroe Township School District, a unique multi-generational community, is to

collaboratively develop and facilitate programs that pursue educational excellence and foster

character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to

empower all individuals to become productive citizens of a dynamic, global society.



Goals



To have an environment that is conducive to learning for all individuals.



To have learning opportunities that are challenging and comprehensive in order to stimulate the

intellectual, physical, social and emotional development of the learner.



To procure and manage a variety of resources to meet the needs of all learners.



To have inviting up-to-date, multifunctional facilities that both accommodate the community and are

utilized to maximum potential.



To have a system of communication that will effectively connect all facets of the community with the

Monroe Township School District.



To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a

safe, outstanding, and superior education to all individuals.

5

INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS



Philosophy

Monroe Township Schools are committed to providing all students with a quality education resulting in life-long learners who can

succeed in a global society. The business courses in the Arts and Careers Technology Department are designed to meet the needs of

several types of students: 1.Those who plan to attend college and seek to make a career in a business related field. 2. Those who

want to further refine their business skills at an accredited business school after completing high school. 3. The career oriented who

plan to enter the world of work after completing high school.



The curriculum is designed with the integration, implementation, and application of technology. All students will be given worthwhile

opportunities and strong support to develop workplace readiness skills that are necessary to become productive, well-rounded citizens.









Educational Goals



This course is designed for the student who has the aspirations of owning his/her business and who recognizes the organizational skills

and managerial skills that are needed to operate a business. This learning experience will focus on the complete operation of the

Falcon Zone School Store as well as guiding the students in establishing their own business entity. Students will be actively involved in

all aspects of daily business functions that are needed to succeed.









6

New Jersey State Department of Education

Core Curriculum Content Standards





The New Jersey Core Curriculum Content Standards for Career Education and Consumer, Family, and Life Skills were written in 2004.

The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found in the

Curriculum folder on the district servers. A complete copy of the new Core Curriculum Content Standards for Career Education and

Consumer, Family, and Life Skills may also be found at:

http://www.nj.gov/njded/cccs/s9_career.htm









7

ENTREPRENEURSHIP





Scope and Sequence



Quarter I

Big Idea: Research and Planning Big Idea: Research and Planning

I. Identifying Entrepreneurship III. Recognizing Opportunity

a) Entrepreneurship and the Economy a) Understanding Entrepreneurial Trends

b) The Entrepreneurial Process b) Starting Versus Buying a Business

II. Your Potential as an Entrepreneur IV. Global Opportunities

a) Why Be an Entrepreneur? a) Global Entrepreneurship

b) What Does It Take to Be an Entrepreneur? b) Ways to Enter the Global Market





Big Idea: Research and Planning Big Idea: Research and Planning

V. Feasibility and Business Planning VII. Types of Business Ownership

a) Feasibility Analysis: Testing an Opportunity a) Sole Proprietorship and Partnerships

b) The Business Plan b) Corporations

VI. Market Analysis

a) Doing Market Research

b) Industry and Market Analysis



Quarter II

Big Idea: Research and Planning Big Idea: Market Management Strategies

VIII. The Legal Environment X. The Marketing Plan

a) Legal Issues Facing Start-Ups a) Devising a Marketing Plan

b) Handling Government Regulations b) Reviewing and Revising the Marketing Plan

IX. Site Selection and Layout Planning

a) Community and Site Selection

b) Layout Planning



Big Idea: Market Management Strategies Big Idea: Market Management Strategies

XI. The Price Strategy XIII.The Promotion Strategy: Developing and Managing Sales

a) Considering Price Strategy a) Organizing and Preparing a Sales Force

b) Calculating and Revising Prices b) Planning, Directing, and Evaluating Sales

XII. The Promotion Strategy

a) Developing a Promotion Strategy

b) Budgeting and Implementing Promotional Plans



8

Quarter III

Big Idea: Business Management Big Idea: Business Management

XIV. Preparing and Planning to Manage XVI. Production Management and Distribution

a) Entrepreneur or Manager? a) From Idea to Product

b) Management Styles and Skills b) Production and Distribution

XV. Managing Purchasing and Inventory

a) Purchasing Planning and Management

b) Inventory Management

Big Idea: Business Management Big Idea: Financial Management

XVII. Managing Operations and Staffing XIX. Financing Your Business

a) Managing Operations a) Financing the Small Business Start-Up

b) Staffing and Company Policies b) Obtaining Financing and Growth Capital

XVIII. Managing Human Resources

a) Developing and Keeping Human Resources

b) Motivating Employees

Quarter IV

Big Idea: Financial Management Big Idea: Financial Management

XX. Accounting and Financial Reporting XXI. Financial Management

a) Financial Record Keeping a) Analyzing Your Finances

b) Preparing Financial Statements b) Managing Your Finances





Big Idea: Business Expansion Big Idea: Business Expansion

XXII. Risk Management XXIV. Social and Ethical Responsibility

a) Identifying Business Risks a) Managing Operations

b) Dealing with Risk b) Conducting E-Commerce

XXIII. Making Your Business Grow XXV. Identity Theft - Personal/Business

a) Making Your Business Grow a) Deter

b) Challenges of Expansion b) Detect

c) Defend









9

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Identifying Entrepreneurial Concepts

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 1: The student will learn about the initial stages of entrepreneurship and how the economy affects

the entrepreneurial process.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

3 1.1. Discuss the role of small Essential Questions NOTE: The assessment models provided in this

business and document are suggestions for the teacher. If the

teacher chooses to develop his/her own model,

entrepreneurship in the  How has the principle of diminishing marginal utility it must be of equal or better quality and at the

economy. affected a product you have purchased? same or higher cognitive levels (as noted in

1.2. Decscribe economic parentheses).

systems.  How have environmental factors affected a small Depending upon the needs of the class, the

business in your community? assessment questions may be answered in the

1.3. Explain how economics is form of essays, quizzes, mobiles, PowerPoint,

about making choices. oral reports, booklets, or other formats of

1.4. Discuss the role of measurement used by the teacher.

 What are some methods entrepreneurs can use to help

economic indicators and determine consumer wants?

business cycles. Glencoe Entrepreneurship & Small Business

Management Text

1.5. Describe what  Discuss the right to make choices in a free enterprise

Text, Computers, Printers, Internet Access, Network

entrepreneurs contribute system or market economy?

Access to student folders, Printers, Destination

to the ecomony. monitor.

1.6. Describe entrepreneurship

from a historical  Differentiate between goods and services. Describe the Learning Activities:

perspective. differences between a product-based business and a

 Class discussion:

service-based business.

1.7. Discuss the 5 components o Section 1.1 - How many students

of the entrepreneurial purchased an item when it first

start-up process. came on the market and then

weeks later saw the same item at a

1.8. Explain how to achieve lower price? (Knowledge)

10

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Identifying Entrepreneurial Concepts

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 1: The student will learn about the initial stages of entrepreneurship and how the economy affects

the entrepreneurial process.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

business success. o Section 1.2 – Students to suggest

Enduring Understandings ideas for new products or ways to

modify existing products to satisfy a

1.9. CPI’s – 8.1.A.3, .9; need. Indicate that each of these

9.1.A.1-5; 9.2.A.1 Students will understand that: ideas offers a potential opportunity

for a new business. (Analysis,

 Environmental issues include anything in the Synthesis)

business environment that is out of the

 Read Chapter 1 – What Is

entrepreneur’s control.

Entrepreneurship? (Knowledge,

 Entrepreneurs use interviews, surveys, and focus Comprehension)

groups to talk to potential customers about their

needs.  Students to record terms in Vocabulary

 Entrepreneurs make choices about what products Journal. (Knowledge, Comprehension)

or services to offer potential customers or  Cooperative group discussion of material

consumers. covered along with completing After You

 A product based business focuses on producing Read Section Review (Critical Thinking &

and distributing tangible goods and service based Role Play Activities). (Analysis, Evaluation,

businesses offer intangible or nonphysical Synthesis)

products.  Students to research, outline, and present

an article from Entrepreneur Magazine that

relates to chapter concepts. (Application,

Comprehension, Analysis, Evaluation,

Synthesis)

 Students to draw a Venn diagram and use it

to compare and contrast the different types

of market structures, competition, and

monopoly. (Knowledge, Application,



11

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Identifying Entrepreneurial Concepts

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 1: The student will learn about the initial stages of entrepreneurship and how the economy affects

the entrepreneurial process.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Comprehension)

 Students to utilize Glencoe interactive

website to reinforce material learned.

(Knowledge, Application, Comprehension,

Analysis, Evaluation, Synthesis)

o Practice Test

o Interactive Tutor

 Crossword Puzzle

o Software Application Activity

 Excel Spreadsheet Activity

o Business Math Self Assessment

 Students will have the opportunity to utilize

classroom concepts & apply them towards

the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

Evaluation, Synthesis)

 Chapter 1 Assessment (Evaluation,

Synthesis)



Assessment Models:

 Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.

12

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Identifying Entrepreneurial Concepts

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 1: The student will learn about the initial stages of entrepreneurship and how the economy affects

the entrepreneurial process.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Glencoe Technology Course

Enhancements

o PowerPoint Presentations

o Webworks Entrepreneurial

Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









13

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Exploring Entrepreneurial Qualities

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 2: The student will learn to identify key skills and traits required to pursue an entrepreneurial career.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

4 2.1. Describe the rewards and Essential Questions: NOTE: The assessment models provided in this

risks of going into  Identify and describe the characteristics of a successful document are suggestions for the teacher. If the

competitor. teacher chooses to develop his/her own model,

business for yourself. it must be of equal or better quality and at the

2.2. Identify the background,  What are the advantages of owning a business versus same or higher cognitive levels (as noted in

working for someone? parentheses).

characteristics, and skills

of successful  Do you agree with the concept that everyone has the Depending upon the needs of the class, the

potential to become an entrepreneur? Why or why not? assessment questions may be answered in the

entrepreneurs.

 Explain the relationship between entrepreneurial form of essays, quizzes, mobiles, PowerPoint,

2.3. Explain the techniques characteristics and achievement motivation. oral reports, booklets, or other formats of

that will improve the  What personality traits do you think would interfere with measurement used by the teacher.

potential of becomining someone becoming an entrepreneur?

an entrepreneur.  Why do you think some people become entrepreneurs Glencoe Entrepreneurship & Small Business

while others decide to work for an employer? Management Text



2.4. CPI’s – 8.1.A.1-3;  How are role models important to entrepreneurial Text, Computers, Printers, Internet Access, Network

success? Access to student folders, Printers, Destination

8.2.C.1-2; 9.1.A.1-5; monitor.

9.1.B.1-5; 9.2.A.3;

9.2.B.1-3 Enduring Understandings:

Learning Activities:

Students will understand that:

 Class discussion:

 Successful competitors possess the same

characteristics as successful entrepreneurs. o Section 2.1 – Students to identify

their likes and dislikes regarding

 Owning a business enables the individual to be

their experience for working for an

creative, freedom to set own schedule, job security,

employer. Then, have the students

making more money, and being recognized in the

share reasons why they would

14

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Exploring Entrepreneurial Qualities

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 2: The student will learn to identify key skills and traits required to pursue an entrepreneurial career.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

community. Working for someone entitles an individual rather become an entrepreneur.

to receive regular paychecks, benefits, working regular (Knowledge)

hours. o Section 2.2 – Students to create a

 Role models may influence a person by having a list of well known entrepreneurs

positive effect on the person. and identify similar characteristics

and skills. (Analysis, Synthesis)

 Read Chapter 2 – Your Potential as an

Entrepreneur. (Knowledge,

Comprehension)

 Students to record terms in Vocabulary

Journal. (Knowledge, Comprehension)

 Cooperative group discussion of material

covered along with completing After You

Read Section Review (Critical Thinking &

Role Play Activities). (Analysis, Evaluation,

Synthesis)

 Students to research, outline, and present

an article from Entrepreneur Magazine that

relates to chapter concepts. (Application,

Comprehension, Analysis, Evaluation,

Synthesis)

 Students to utilize the internet to take an

Entrepreneurial Characteristic Assessment

to identify individual traits. (Evaluation,

Synthesis)

 Students will begin to create and develop a

15

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Exploring Entrepreneurial Qualities

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 2: The student will learn to identify key skills and traits required to pursue an entrepreneurial career.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

business plan of their selected entity.

(Analysis, Evaluation, Synthesis)

 Students to utilize Glencoe interactive

website to reinforce material learned.

(Knowledge, Application, Comprehension,

Analysis, Evaluation, Synthesis)

o Practice Test

o Interactive Tutor

 eFlashcards

o Software Application Activity

 PowerPoint Activity

o Business Math Self Assessment

 Students will have the opportunity to utilize

classroom concepts & apply them towards

the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

Evaluation, Synthesis)

 Chapter 2 Assessment (Evaluation,

Synthesis)

Assessment Models:

 Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.

16

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Exploring Entrepreneurial Qualities

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 2: The student will learn to identify key skills and traits required to pursue an entrepreneurial career.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Glencoe Technology Course

Enhancements

o PowerPoint Presentations

o Webworks Entrepreneurial

Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









17

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Recognizing Entrepreneurial Opportunities

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 3: The student will learn the advantages and disadvantages of starting versus buying an established

business. This concept will be further explored at the global market level.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

4 3.1. Discuss trends that Essential Questions: NOTE: The assessment models provided in this

provide opportunity for  Discuss future prospects for entrepreneurship and its document are suggestions for the teacher. If the

anticipated impact on the economy. teacher chooses to develop his/her own model,

entrepreneurs. it must be of equal or better quality and at the

3.2. Explain ways to  Summarize the influence of technology as it relates to same or higher cognitive levels (as noted in

small businesses. What will the use of technology parentheses).

recognize and think enable businesses to do that they don’t do now?

creatively about Depending upon the needs of the class, the

 How does cultural diversity affect entrepreneurship and assessment questions may be answered in the

opportunity. entrepreneurial ventures? form of essays, quizzes, mobiles, PowerPoint,

3.3. Discuss ways to  Discuss the importance of personality and ability when oral reports, booklets, or other formats of

overcome challenges to selecting the type of business to open. How can a measurement used by the teacher.

creativity. potential entrepreneur overcome any incompatibilities

in these areas?

3.4. Explain ways to find Glencoe Entrepreneurship & Small Business

 Explain how demographic changes create Management Text

creative business ideas. entrepreneurial opportunities.

Text, Computers, Printers, Internet Access, Network

3.5. Identify the importance of  What are the benefits of expanding a business Access to student folders, Printers, Destination

personal values and goals globally? monitor.

in choosing an  What are the advantages of importing products into the Learning Activities:

entreprenerial pursuit. United States?  Class discussion:

3.6. Describe the challenges  What world region holds the greatest business o Section 3 – Discuss the structure of

and rewards of entering a opportunity? the present day workforce and

family business.  Why is it important to understand the culture of the where employment growth is

people with whom you do business? predicted to be the greatest. Have

3.7. List the benefits and students do a quick internet

 In your opinion, should a new venture go global from

drawbacks of buying a research on the topic. (Knowledge)

18

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Recognizing Entrepreneurial Opportunities

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 3: The student will learn the advantages and disadvantages of starting versus buying an established

business. This concept will be further explored at the global market level.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

business. the start? Why or why not? Defend your opinion. o Section 4 – Have the students

3.8. Describe how you can brainstorm products and services

they would sell to other teenagers

evaluate a business in other countries. What skills and

opportunity. knowledge should they have in

3.9. Compare the advantages order to sell the products

and disadvantages of overseas?

starting your own  Read Chapter 3 & 4 – Recognizing

Opportunity & Global Opportunities.

business. (Knowledge, Comprehension)

3.10. Describe the role of small  Students to record terms in Vocabulary

business and Journal. (Knowledge, Comprehension)

entrepreneurship in  Cooperative group discussion of material

today’s multicutural, covered along with completing After You

global economy. Read Section Review (Critical Thinking &

Role Play Activities). (Analysis, Evaluation,

3.11. Explain why the global Synthesis)

market is important.

 Students to research, outline, and present

3.12. Discuss how to recognize an article from Entrepreneur Magazine that

and examine current relates to chapter concepts. (Application,

trends that provide both Comprehension, Analysis, Evaluation,

Synthesis)

domestic and global

opportunities for  Invite student’s friends or family members

to discuss their entrepreneurial

entrepreneurs. experiences. (Analysis, Evaluation,

3.13. Describe the benefits and Synthesis)



19

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Recognizing Entrepreneurial Opportunities

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 3: The student will learn the advantages and disadvantages of starting versus buying an established

business. This concept will be further explored at the global market level.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

risks of international Enduring Understandings:  Students will utilize Entrepreneurial

trade. Students will understand that: Simulation entitled “Webworks”. (Synthesis)

3.14. Explain how to find the  Students will continue to create and

develop a business plan of their selected

best international  Technology has revolutionized small businesses and

entity. (Analysis, Evaluation, Synthesis)

markets. its critical component of any business strategy.

 Students to utilize Glencoe interactive

3.15. Compare and contrast  Cultural diversity plays an important role in

website to reinforce material learned.

entrepreneurial ventures because it affects the kinds of

importing and exporting. (Knowledge, Application, Comprehension,

products and services that entrepreneurs develop.

Analysis, Evaluation, Synthesis)

Business owners who understand and appeal to the

diversity of their customer base are more likely to o Practice Test

3.16. CPI’s – 8.1.B.1, 3, 5;

succeed. o Interactive Tutor

9.1.A.1-5; 9.1.B.1-5;

9.2.A.3; 9.2.B.1-3  An entrepreneur should consider whether their  Drag and Drop Activity

personality and abilities are appropriate for a particular  Crossword Puzzle

business. Overcomining incompatibilities will vary but

o Software Application Activity

may include hiring individuals who are strong in areas

the entrepreneur lacks.  Global Opportunity

Spreadsheet Activity

 Importing products from other countries is

advantageous due to the low labor costs in those o Business Math Self Assessment

countries. Others products are imported because of  Students will have the opportunity to utilize

being found in specific countries. classroom concepts & apply them towards

 Failing to understand the culture of the country your the operation of the Falcon Zone School

doing business with may prevent closing business Store. (Knowledge, Application, Analysis,

deals and developing future relationships. Evaluation, Synthesis)

 Chapter 3 & 4 Assessment (Evaluation,

Synthesis)



20

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Recognizing Entrepreneurial Opportunities

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 3: The student will learn the advantages and disadvantages of starting versus buying an established

business. This concept will be further explored at the global market level.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Assessment Models:

 Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.



Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Webworks Entrepreneurial Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









21

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Feasibility and Business Planning

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 4: The student will learn how to utilize a feasibility analysis to develop a business plan.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

3 4.1. Discuss the importance of Essential Questions: NOTE: The assessment models provided in this

defining a prospective  Differentiate between a feasibility study and a business document are suggestions for the teacher. If the

plan. teacher chooses to develop his/her own model,

business by writing a it must be of equal or better quality and at the

clear and concise business  What information is needed to complete a target same or higher cognitive levels (as noted in

concept. customer profile? parentheses).

4.2. Describe how a feasibility  How can an entrepreneur use a competitive grid? Depending upon the needs of the class, the

study can be used to test a  Identify the components of features and benefits. assessment questions may be answered in the

 Which components of a business plan would be form of essays, quizzes, mobiles, PowerPoint,

concept in the market oral reports, booklets, or other formats of

place. considered the most important? Why?

measurement used by the teacher.

 How would entrepreneurs utilize SCORE templates for

4.3. Identify and describe the their businesses?

components and formats Glencoe Entrepreneurship & Small Business

of a business plan. Management Text

4.4. List the mistakes that Text, Computers, Printers, Internet Access, Network

Access to student folders, Printers, Destination

entrepreneurs make when

monitor.

writing a business plan.

4.5. Identify and analyze Learning Activities:

various sources of  Class discussion:

information for a business

o Section 5 –Discuss with students

plan. that simply providing the very best

4.6. Describe how to service may not be enough for a

professionally package business to succeed. Read and

discuss sinario. (Knowledge)

22

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Feasibility and Business Planning

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 4: The student will learn how to utilize a feasibility analysis to develop a business plan.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

and present a business Enduring Understandings:  Read Chapter 5 – Feasibility and Business

plan. Students will understand that: Planning. (Knowledge, Comprehension)

 Students to record terms in Vocabulary

Journal. (Knowledge, Comprehension)

4.7. CPI’s – 8.1.A.5, 6;  A feasibility study is a way to test a business concept

and to identify if there is a demand for it in the market.  Cooperative group discussion of material

8.2.B.3; 8.2.C.1, 2; covered along with completing After You

9.1.A.1-5; 9.1.B.1-5  A complete demographic profile will provide a complete

Read Section Review (Critical Thinking &

overview of the target market.

Role Play Activities). (Analysis, Evaluation,

 A feature is the distinctive aspect, quality, or Synthesis)

characteristic of a product a benefit enhances value to

 Students to research, outline, and present

the customer.

an article from Entrepreneur Magazine that

relates to chapter concepts. (Application,

Comprehension, Analysis, Evaluation,

Synthesis)

 Research various organizations (SBDC,

SBA, SCORE, chamber of commerce) that

offer assistance to entrepreneurs.

(Analysis)

 Students will utilize Entrepreneurial

Simulation entitled “Webworks”. (Synthesis)

 Students will continue to create and

develop a business plan of their selected

entity. (Analysis, Evaluation, Synthesis)

 Students to utilize Glencoe interactive

website to reinforce material learned.

(Knowledge, Application, Comprehension,

23

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Feasibility and Business Planning

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 4: The student will learn how to utilize a feasibility analysis to develop a business plan.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Analysis, Evaluation, Synthesis)

o Practice Test

o Interactive Tutor

 eFlash Cards

o Business Math Self Assessment

o Feasibility Analysis: Testing an

Opportunity

o Components of a Business Plan

 Students will have the opportunity to utilize

classroom concepts & apply them towards

the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

Evaluation, Synthesis)

 Chapter 5 Assessment (Evaluation,

Synthesis)

Assessment Models:

 Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.









24

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Feasibility and Business Planning

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 4: The student will learn how to utilize a feasibility analysis to develop a business plan.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Webworks Entrepreneurial Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









25

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Market Analysis

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 5: The student will be able to define areas of analysis and conduct effective industry and market

research.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

3 5.1. Define areas of analysis Essential Questions: NOTE: The assessment models provided in this

for industry and market document are suggestions for the teacher. If the

teacher chooses to develop his/her own model,

research.  Can target market selection be done before market it must be of equal or better quality and at the

5.2. Discuss how to conduct segmentation? Why or why not? same or higher cognitive levels (as noted in

effctive market research.  Identify a product purchased based on brand. Is brand parentheses).

loyalty important? Why or why not? Depending upon the needs of the class, the

5.3. Explain how to research

 List and explain the competitive forces that can affect assessment questions may be answered in the

an industry. your business. form of essays, quizzes, mobiles, PowerPoint,

5.4. Identify a customer  Why is it important to define a target market and oral reports, booklets, or other formats of

profile and customer market niche? measurement used by the teacher.

needs analysis.

Glencoe Entrepreneurship & Small Business

Management Text

5.5. CPI’s – 8.1.A.6, 8; Text, Computers, Printers, Internet Access, Network

8.2.B.3, 6; 8.2.C.1, 2, 3; Access to student folders, Printers, Destination

9.1.A.1-5; 9.2.D.3 monitor.



Learning Activities:

 Class discussion:

o Section 6 –Discuss with students

the kind of geographic,

demographic, or psychographic

information different types of

companies would keep in their

26

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Market Analysis

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 5: The student will be able to define areas of analysis and conduct effective industry and market

research.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Enduring Understandings: databasis. (Knowledge)

Students will understand that:  Read Chapter 6 –Market Analysis.

(Knowledge, Comprehension)

 Students to record terms in Vocabulary

 It is better to segment the total market into categories

Journal. (Knowledge, Comprehension)

of customers with common needs and then choose that

customer who is most likely to buy as the first  Cooperative group discussion of material

customer. covered along with completing After You

Read Section Review (Critical Thinking &

 The population may have strong brand loyalty on

Role Play Activities). (Analysis, Evaluation,

certain products.

Synthesis)

 The competitive forces that can affect your business

 Students to research, outline, and present

include barriers to entry that make it difficult or costly to

an article from Entrepreneur Magazine that

enter a market and compete, threats from substitute

relates to chapter concepts. (Application,

products, sources of supply, buyer’s ability to bargain

Comprehension, Analysis, Evaluation,

for lower prices, and technology to improve business

Synthesis)

process.

 Invite a local manufacturer who targets the

teen market with their product to conduct a

focus group. (Analysis)

 Students will utilize Entrepreneurial

Simulation entitled “Webworks”. (Synthesis)

 Students will continue to create and

develop a business plan of their selected

entity. (Analysis, Evaluation, Synthesis)

 Students to utilize Glencoe interactive

website to reinforce material learned.

(Knowledge, Application, Comprehension,

27

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Market Analysis

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 5: The student will be able to define areas of analysis and conduct effective industry and market

research.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Analysis, Evaluation, Synthesis)

o Practice Test

o Interactive Tutor

 Drag and Drop

o Business Math Self Assessment

o Doing Marketing Research

o Components of a Business Plan

 Students will have the opportunity to utilize

classroom concepts & apply them towards

the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

Evaluation, Synthesis)

 Chapter 6 Assessment (Evaluation,

Synthesis)

Assessment Models:

 Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.









28

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Market Analysis

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 5: The student will be able to define areas of analysis and conduct effective industry and market

research.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Webworks Entrepreneurial Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









29

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Types of Business Ownership

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 6: The student will be able to differentiate amongst the various business entities; Sole

Proprietorship, Partnerships, Corporations.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

4 6.1. Discuss the sole Essential Questions: NOTE: The assessment models provided in this

proprietorship legal form. document are suggestions for the teacher. If the

teacher chooses to develop his/her own model,

6.2. Explain the partnership  Which form of business would be best for a company it must be of equal or better quality and at the

legal form. with employees and a leased retail space? same or higher cognitive levels (as noted in

 Working as a team member is similar to being in a parentheses).

6.3. Explain how the partnership. What are some advantages and

corporate form gives Depending upon the needs of the class, the

disadvantages of working together? assessment questions may be answered in the

owners more protection  In which type of business structure would owners have form of essays, quizzes, mobiles, PowerPoint,

from liability. the easiest time obtaining financing from a bank? oral reports, booklets, or other formats of

6.4. Discuss the advantages  What kinds of ventures might be more appropriate for a measurement used by the teacher.

and disadvantages of C- nonprofit structure than for a profit structure?

corporation. Glencoe Entrepreneurship & Small Business

Management Text

6.5. Explain the purpose of a

Text, Computers, Printers, Internet Access, Network

Subchapter S corporation. Access to student folders, Printers, Destination

6.6. Compare nonprofit monitor.

corporations to C-

corporations. Learning Activities:

6.7. Explain the limited  Class discussion:

liability company. o Section 7 – Divide the class into

6.8. Discuss how to decide thirds. One group will be sole

proprietors and the rest of the class

which legal form is best. will be partnerships. Each group

will list advantages and

disadvantages of their assigned

30

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Types of Business Ownership

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 6: The student will be able to differentiate amongst the various business entities; Sole

Proprietorship, Partnerships, Corporations.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Enduring Understandings: entity. (Knowledge)

Students will understand that:  Read Chapter 7 – Types of Business

6.9. CPI’s – 8.1.A.5; 8.2.B.3, Ownership. (Knowledge, Comprehension)

4; 8.2.A.3; 9.1.B.1-5;

 Students to record terms in Vocabulary

9.2.C.2; 9.2.D.1-4  The entrepreneur has taken on more liability with

Journal. (Knowledge, Comprehension)

employees and a leased space. A corporate form

protects the entrepreneur from unlimited liability and  Cooperative group discussion of material

gives greater ability to raise capital and offer employee covered along with completing After You

benefits. Read Section Review (Critical Thinking &

Role Play Activities). (Analysis, Evaluation,

 Working as a team allows the members of the team to

Synthesis)

benefit from the expertise and skills from each

member. Disadvantages of working as a team is that  Students to research, outline, and present

no one person has complete control which can lead to an article from Entrepreneur Magazine that

disagreements. relates to chapter concepts. (Application,

Comprehension, Analysis, Evaluation,

 Owners of a corporation have an easier time securing

Synthesis)

financing for the business. A company can generate

capital by issuing share of the companies stock.  Create a table that describes the legal

forms of business ownership, and explain

 Nonprofit organizations would consist of education,

the implications and taxes for each form.

philanthropic goals, and associations dedicated to a

(Analysis)

specific interest.

 Students will utilize Entrepreneurial

Simulation entitled “Webworks”. (Synthesis)

 Students will continue to create and

develop a business plan of their selected

entity. (Analysis, Evaluation, Synthesis)

 Students to utilize Glencoe interactive

website to reinforce material learned.

31

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Types of Business Ownership

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 6: The student will be able to differentiate amongst the various business entities; Sole

Proprietorship, Partnerships, Corporations.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

(Knowledge, Application, Comprehension,

Analysis, Evaluation, Synthesis)

o Practice Test

o Interactive Tutor

 Crossword Puzzle

o Software Application Activity

 PowerPoint on Types of

Business Ownership

o Business Math Self Assessment

 Students will have the opportunity to utilize

classroom concepts & apply them towards

the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

Evaluation, Synthesis)

 Chapter 7 Assessment (Evaluation,

Synthesis)

Assessment Models:

 Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.









32

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Types of Business Ownership

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 6: The student will be able to differentiate amongst the various business entities; Sole

Proprietorship, Partnerships, Corporations.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Webworks Entrepreneurial Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









33

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: The Legal Environment

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 7: The student will be able to identify laws and regulations that protect products and employees.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

4 7.1. Explain how to protect Essential Questions: NOTE: The assessment models provided in this

your intellectual property. document are suggestions for the teacher. If the

teacher chooses to develop his/her own model,

7.2. Discuss the laws affecting  Suppose you have an idea for a new kind of applicator it must be of equal or better quality and at the

the start-up of a business. that takes the mess out of applying suntan lotion. What same or higher cognitive levels (as noted in

steps are needed to protect your invention? parentheses).

7.3. Explain the laws that  If you owned a trademark for a product, how would you

affect employees. Depending upon the needs of the class, the

protect that trademark from being a generic term in the assessment questions may be answered in the

7.4. Identify the laws that English language? form of essays, quizzes, mobiles, PowerPoint,

regulate trade.  Compare leasing versus buying a company vehicle for oral reports, booklets, or other formats of

your business. What are the costs, ownership rights, measurement used by the teacher.

7.5. Discuss the tax laws that contract terms of that vehicle?

apply to a new venture.

 How can you make sure that you have complied with Glencoe Entrepreneurship & Small Business

the laws affecting hiring, firing, and safety of your Management Text

7.6. CPI’s – 8.1.A.3, 8; employees?

Text, Computers, Printers, Internet Access, Network

8.2.B.1; 8.2.C.1, 2;  Should trade laws protect the buyer or the seller? Access to student folders, Printers, Destination

Explain. monitor.

9.1.A.3, 5; 9.2.A.4;

9.2.C.1-2; 9.2.D.1-4  Why should the government oversee workplace health

and safety? Learning Activities:

 Class discussion:

o Section 8 – Class discussion on

how to keep personal property from

being stolen. Then have the

students brainstorm on how to keep

their ideas from being stolen.

34

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: The Legal Environment

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 7: The student will be able to identify laws and regulations that protect products and employees.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Enduring Understandings: (Knowledge)

Students will understand that:  Read Chapter 8 – Legal Environment.

(Knowledge, Comprehension)

 Students to record terms in Vocabulary

 When a new product has been created, the inventor

Journal. (Knowledge, Comprehension)

should follow certain steps to ensure protection of the

new product. Items that need to be considered are:  Cooperative group discussion of material

disclosure statement to protect the date of conception, covered along with completing After You

keeping certain attributes secret for a provisional Read Section Review (Critical Thinking &

patent. Role Play Activities). (Analysis, Evaluation,

Synthesis)

 Leasing is the right to use a product or real estate for a

specified period of time under defined conditions. While  Students to research, outline, and present

leasing property you cannot modify the building or an article from Entrepreneur Magazine that

sublease it without specific permission from the owner. relates to chapter concepts. (Application,

When purchasing real estate you have the right to Comprehension, Analysis, Evaluation,

modify the building as long as it doesn’t violate zoning Synthesis)

or building codes.  Utilizing the student’s computer skills or

 Personnel rules and regulations can be found by their artistic abilities they will design and

contacting a human resource specialist or by create a trademark and company logo for

contacting the Small Business Administration. their own product or business. These

designs will be used on business cards,

 Trade laws protect the buyer and the seller. In

stationary, packaging, employee uniforms,

transactions where businesses are selling to a

etc. (Synthesis)

consumer, the laws favor the consumer. When a

transaction is between business-to-business, the UCC  Students will utilize Entrepreneurial

treats each party as equals. Simulation entitled “Webworks”. (Synthesis)

 Government’s role is to protect the public against harm.  Students will continue to create and

Its costly to taxpayers when employees file lawsuits for develop a business plan of their selected

35

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: The Legal Environment

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 7: The student will be able to identify laws and regulations that protect products and employees.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

workplace accidents and injuries. entity. (Analysis, Evaluation, Synthesis)

 Students to utilize Glencoe interactive

website to reinforce material learned.

(Knowledge, Application, Comprehension,

Analysis, Evaluation, Synthesis)

o Practice Test

o Interactive Tutor

 eFlash Cards

o Software Application Activity

 Legal Environment

Spreadsheet

o Business Math Self Assessment

 Students will have the opportunity to utilize

classroom concepts & apply them towards

the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

Evaluation, Synthesis)

 Chapter 8 Assessment (Evaluation,

Synthesis)

Assessment Models:

 Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.

36

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: The Legal Environment

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 7: The student will be able to identify laws and regulations that protect products and employees.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Webworks Entrepreneurial Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









37

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Site Selection and Layout Planning

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 8: The student will be able to select a specific location within a community and design a facility

layout plan.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

4 8.1. List the factors involved Essential Questions: NOTE: The assessment models provided in this

in deciding on a document are suggestions for the teacher. If the

teacher chooses to develop his/her own model,

community in which to  Why is it important to know the demographics of a it must be of equal or better quality and at the

locate a business. community in which you locate your business? same or higher cognitive levels (as noted in

8.2. Identify the factors to  Describe how a specialty shop owner might choose a parentheses).

specific location to open up their business. Depending upon the needs of the class, the

consider when selecting a

business site.  Are the steps in layout planning useful for all types of assessment questions may be answered in the

businesses? Why or why not? form of essays, quizzes, mobiles, PowerPoint,

8.3. Describe the resources  If you were starting an ice cream business, what would oral reports, booklets, or other formats of

that can be used in be your site and layout considerations? measurement used by the teacher.

finding potential business

sites. Glencoe Entrepreneurship & Small Business

8.4. Explain the steps Management Text

involved in analyzing Text, Computers, Printers, Internet Access, Network

Access to student folders, Printers, Destination

potential sites for a

monitor.

business and choosing

between those sites.

Learning Activities:

8.5. Describe the advantages  Class discussion:

of starting a business at

o Section 9 – Students are to sketch

home. the floor plan from their favorite

8.6. List the steps in layout retail store. Have students display

planning that are common their work and discuss why the

business owners choose that

38

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Site Selection and Layout Planning

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 8: The student will be able to select a specific location within a community and design a facility

layout plan.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

to all businesses. Enduring Understandings: particular layout. (Knowledge)

8.7. Describe the layout needs Students will understand that:  Read Chapter 9 – Site Selection and

Layout Planning. (Knowledge,

for each type of business. Comprehension)

8.8. Discuss the final details  The demographics of a community can indicate how

 Students to record terms in Vocabulary

of layout planning. well the community matches your target market.

Journal. (Knowledge, Comprehension)

 When opening a specific business location planning is

 Cooperative group discussion of material

very essential to the survival of the business.

8.9. CPI’s – 8.1.A.1-3; covered along with completing After You

Read Section Review (Critical Thinking &

8.2.B.3; 8.2.C.2; 9.1.B.1- Role Play Activities). (Analysis, Evaluation,

5; 9.2.A.1-4 Synthesis)

 Students to research, outline, and present

an article from Entrepreneur Magazine that

relates to chapter concepts. (Application,

Comprehension, Analysis, Evaluation,

Synthesis)

 Schedule a class trip to the Freehold

Raceway Mall to have students actively

observe and record specific floor layout

designs. (Analysis)

 Students will utilize Entrepreneurial

Simulation entitled “Webworks”. (Synthesis)

 Students will continue to create and

develop a business plan of their selected

entity. (Analysis, Evaluation, Synthesis)

 Students to utilize Glencoe interactive

39

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Site Selection and Layout Planning

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 8: The student will be able to select a specific location within a community and design a facility

layout plan.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

website to reinforce material learned.

(Knowledge, Application, Comprehension,

Analysis, Evaluation, Synthesis)

o Practice Test

o Interactive Tutor

 Drag and Drop

o Software Application Activity

 Site Selection and Layout

Planning Spreadsheet

o Business Math Self Assessment

 Students will have the opportunity to utilize

classroom concepts & apply them towards

the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

Evaluation, Synthesis)

 Chapter 9 Assessment (Evaluation,

Synthesis)

Assessment Models:

 Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.







40

Curriculum Management System Big Idea: Entrepreneurial Research and Planning

Subject/Grade Level:

Topic: Site Selection and Layout Planning

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 8: The student will be able to select a specific location within a community and design a facility

layout plan.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Webworks Entrepreneurial Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









41

Curriculum Management System Big Idea: Market Management Strategies

Subject/Grade Level:

Topic: Devising a Marketing Plan

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 9: The student will learn that a business needs a well constructed marketing plan to succeed.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

4 9.1. Identify the role of Essential Questions: NOTE: The assessment models provided in this

marketing objectives in document are suggestions for the teacher. If the

teacher chooses to develop his/her own model,

developing a marketing  Can you prepare a marketing plan before choosing a it must be of equal or better quality and at the

plan. target market? Explain. same or higher cognitive levels (as noted in

9.2. Name the 5 marketing  Explain the fundamental marketing concepts used by parentheses).

small businesses. Depending upon the needs of the class, the

strategies that make up

the marketing mix.  Explain how each component of the marketing mix assessment questions may be answered in the

contributes to successful entrepreneurial ventures. form of essays, quizzes, mobiles, PowerPoint,

9.3. Describe the part oral reports, booklets, or other formats of

marketing tactics play in measurement used by the teacher.

the marketing plan.

9.4. State the importance of Glencoe Entrepreneurship & Small Business

ongoing market research. Management Text

Text, Computers, Printers, Internet Access, Network

9.5. List the factors to Access to student folders, Printers, Destination

consider for each strategy monitor.

when reviewing the

marketing mix. Learning Activities:

9.6. Describe how to update  Class discussion:

the marketing mix and o Section 10 – Discuss specific

marketing plan. products that were purchased by

the students and identify why they

selected those over other brands.

(Knowledge)

42

Curriculum Management System Big Idea: Market Management Strategies

Subject/Grade Level:

Topic: Devising a Marketing Plan

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 9: The student will learn that a business needs a well constructed marketing plan to succeed.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

9.7. CPI’s – 8.1.A.2, 6; Enduring Understandings:  Read Chapter 10 – The Marketing Plan.

8.2.A.2; 8.2.B.1, 3; Students will understand that: (Knowledge, Comprehension)

9.1.A.2, 5; 9.2.A.3;  Students to record terms in Vocabulary

Journal. (Knowledge, Comprehension)

9.2.C.1-2; 9.2.D.1-4  Since a marketing plan includes objectives and a

description of how to direct strategies toward the target  Cooperative group discussion of material

market, the target market must be identified first. covered along with completing After You

Read Section Review (Critical Thinking &

 Customer orientation and satisfaction are the

Role Play Activities). (Analysis, Evaluation,

fundamental concepts.

Synthesis)

 The marketing mix consists of 5 components: product,

 Students to research, outline, and present

place, people, price, and promotion.

an article from Entrepreneur Magazine that

relates to chapter concepts. (Application,

Comprehension, Analysis, Evaluation,

Synthesis)

 Students are to research and record

commercials and present in class applying

the marketing mix techniques. (Analysis)

 Students will utilize Entrepreneurial

Simulation entitled “Webworks”. (Synthesis)

 Students will continue to create and

develop a business plan of their selected

entity. (Analysis, Evaluation, Synthesis)

 Students to utilize Glencoe interactive

website to reinforce material learned.

(Knowledge, Application, Comprehension,

Analysis, Evaluation, Synthesis)

43

Curriculum Management System Big Idea: Market Management Strategies

Subject/Grade Level:

Topic: Devising a Marketing Plan

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 9: The student will learn that a business needs a well constructed marketing plan to succeed.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

o Practice Test

o Interactive Tutor

 Crossword Puzzle

o Software Application Activity

 Marketing Plan Word

Document

o Business Math Self Assessment

 Students will have the opportunity to utilize

classroom concepts & apply them towards

the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

Evaluation, Synthesis)

 Chapter 10 Assessment (Evaluation,

Synthesis)

Assessment Models:

 Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.









44

Curriculum Management System Big Idea: Market Management Strategies

Subject/Grade Level:

Topic: Devising a Marketing Plan

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 9: The student will learn that a business needs a well constructed marketing plan to succeed.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Webworks Entrepreneurial Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









45

Curriculum Management System Big Idea: Market Management Strategies

Subject/Grade Level:

Topic: Pricing Strategy

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 10: The student will be able to create an effective pricing strategy that is an important factor in the

marketing plan.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

4 10.1. Identify factors that affect Essential Questions: NOTE: The assessment models provided in this

price strategy. document are suggestions for the teacher. If the

teacher chooses to develop his/her own model,

10.2. Explain that marketing  Which strategy for setting basic price is the best under it must be of equal or better quality and at the

objectives related to what circumstances? Why? same or higher cognitive levels (as noted in

pricing.  Do you believe that a higher price suggests quality and parentheses).

prestige? Depending upon the needs of the class, the

10.3. Describe the components

 Compare and contrast psychological pricing with assessment questions may be answered in the

that go into making price discount pricing. form of essays, quizzes, mobiles, PowerPoint,

strategy decisions.  If you were going to introduce a new perfume into the oral reports, booklets, or other formats of

10.4. Carry out a break-even market, would you use price skimming of penetration measurement used by the teacher.

analysis. pricing as your strategy?

10.5. Apply formulas used in  How are pricing objectives related to marketing Glencoe Entrepreneurship & Small Business

objectives? Management Text

calculating markup and

markup percentages.  Differentiate trade discounts from other discounts. Text, Computers, Printers, Internet Access, Network

Access to student folders, Printers, Destination

10.6. Use markdown formulas monitor.

to determine sale price.

10.7. Employ formulas used to Learning Activities:

compute discounts.  Class discussion:

10.8. List considerations for o Section 11 – Have the students

updating the price define the term price. Use this

discussion to consider the many

strategy. ways people use price when

spending money or putting value on

46

Curriculum Management System Big Idea: Market Management Strategies

Subject/Grade Level:

Topic: Pricing Strategy

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 10: The student will be able to create an effective pricing strategy that is an important factor in the

marketing plan.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

10.9. CPI’s – 8.1.A.2,6; Enduring Understandings: something they want to buy..

(Knowledge)

8.2.B.1-4; 8.2.B.1-3; Students will understand that:

 Read Chapter 11 – The Price Strategy.

9.1.A.3, 5; 9.2.A.4; (Knowledge, Comprehension)

9.2.C.1-2; 9.2.D.1-4  The best strategy for setting basic price is different for

 Students to record terms in Vocabulary

different businesses and circumstances.

Journal. (Knowledge, Comprehension)

 Prices that are set at the high end of a competitive

 Cooperative group discussion of material

range often convey quality and status.

covered along with completing After You

 Psychological pricing is based on the belief that Read Section Review (Critical Thinking &

customer’s perceptions of a product are strongly Role Play Activities). (Analysis, Evaluation,

influenced by price, reductions on the regular price as Synthesis)

an incentive to buy.

 Students to research, outline, and present

 Price strategy is part of the marketing mix, which is part an article from Entrepreneur Magazine that

of the marketing plan. The objectives of the marketing relates to chapter concepts. (Application,

plan include and provide for coordination of the Comprehension, Analysis, Evaluation,

individual strategy’s objectives. Synthesis)

 Students are to research and record

commercials and present in class applying

the marketing mix techniques. (Analysis)

 Students will utilize Entrepreneurial

Simulation entitled “Webworks”. (Synthesis)

 Students will continue to create and

develop a business plan of their selected

entity. (Analysis, Evaluation, Synthesis)

 Students to utilize Glencoe interactive

website to reinforce material learned.

47

Curriculum Management System Big Idea: Market Management Strategies

Subject/Grade Level:

Topic: Pricing Strategy

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 10: The student will be able to create an effective pricing strategy that is an important factor in the

marketing plan.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

(Knowledge, Application, Comprehension,

Analysis, Evaluation, Synthesis)

o Practice Test

o Interactive Tutor

 eFalsh Cards

o Software Application Activity

 The Price Strategy

Spreadsheet Application

o Business Math Self Assessment

 Students will have the opportunity to utilize

classroom concepts & apply them towards

the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

Evaluation, Synthesis)

 Chapter 11 Assessment (Evaluation,

Synthesis)

Assessment Models:

 Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.









48

Curriculum Management System Big Idea: Market Management Strategies

Subject/Grade Level:

Topic: Pricing Strategy

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 10: The student will be able to create an effective pricing strategy that is an important factor in the

marketing plan.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Webworks Entrepreneurial Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









49

Curriculum Management System Big Idea: Market Management Strategies

Subject/Grade Level:

Topic: The Promotion Strategy

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 11: The student will be able to understand that planning and information gathering can help you

arrive at a realistic promotional budget for your business.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

7 11.1. Explain the role of the Essential Questions: NOTE: The assessment models provided in this

promotion strategy. document are suggestions for the teacher. If the

teacher chooses to develop his/her own model,

11.2. Explain how to formulate  Which type of promotional activity is most cost- it must be of equal or better quality and at the

promotional plans. effective? same or higher cognitive levels (as noted in

 Is it possible to have more than one “best” promotional parentheses).

11.3. Describe considerations mix?

for putting together a Depending upon the needs of the class, the

 As an entrepreneur, under what circumstances might assessment questions may be answered in the

promotional mix. you find yourself engaged in the promotion function form of essays, quizzes, mobiles, PowerPoint,

11.4. Describe the elements of rather than the planning and administering of your oral reports, booklets, or other formats of

a promotional mix. promotion strategy? measurement used by the teacher.

 Distinguish between ongoing promotional plans and

11.5. Describe how to

six-month promotional plans.

determine promotional

 Explain the difference between rational buying motives Glencoe Entrepreneurship & Small Business

costs for a start-up and emotional buying motives. Management Text

business.

 If you were a salesperson, which compensation Text, Computers, Printers, Internet Access, Network

11.6. Describe approaches to method would you prefer? Access to student folders, Printers, Destination

implementing your  Describe the evaluation process for an individual sales monitor.

promotional strategy. performance.

11.7. Discuss options for short- Learning Activities:

term changes in your  Class discussion:

promotional strategy. o Section 12 – Students are to

11.8. Name considerations for provide examples of their favorite

magazine, radio, and television

updating the promotional

50

Curriculum Management System Big Idea: Market Management Strategies

Subject/Grade Level:

Topic: The Promotion Strategy

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 11: The student will be able to understand that planning and information gathering can help you

arrive at a realistic promotional budget for your business.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

strategy. Enduring Understandings: ads. Students will then analyze

what makes these ads so

11.9. Explain the role of Students will understand that:

unforgettable. (Knowledge)

personal selling in o Section 13 – Students are to review

business.  The right publicity can generate the most sales at the owner’s manuals on a selected

11.10. Define the two types of least cost. product and report the type of

selling situations.  What is best for one business at one time may not be information that is contained in the

best at another time. documents. (Knowledge)

11.11. Describe the kinds of  Read Chapter 12 & 13 – The Promotional

 Print media includes newspapers, magazines, direct

training needed by sales mail, outdoor advertising, directories, and transit Strategy & Developing and Managing

people. advertising. Broadcast media includes television, radio, Sales. (Knowledge, Comprehension)

11.12. Identify the components and the internet.  Students to record terms in Vocabulary

of sales planning.  If your designing and developing your own promotional Journal. (Knowledge, Comprehension)



11.13. List the elements that

pieces, you would be engaged in promotional functions  Cooperative group discussion of material

rather than the planning and administering of a covered along with completing After You

are involved in directing promotional strategy. Read Section Review (Critical Thinking &

sales.  Rational buying motives are reasoned decisions to Role Play Activities). (Analysis, Evaluation,

11.14. Discuss the procedures make a purchase such as choosing a brand due to its Synthesis)

used in evaluating sales reputation or quality. Emotional buying motives are  Students to research, outline, and present

feelings the buyer associates with a product such as an article from Entrepreneur Magazine that

performance. buying a product because your friend has one. relates to chapter concepts. (Application,

Comprehension, Analysis, Evaluation,

Synthesis)

 Students are to plan a weeklong trip for a

sales person who will travel from NJ to

another part of the country. Students will



51

Curriculum Management System Big Idea: Market Management Strategies

Subject/Grade Level:

Topic: The Promotion Strategy

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 11: The student will be able to understand that planning and information gathering can help you

arrive at a realistic promotional budget for your business.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

11.15. CPI’s – 8.1.A.3; figure out costs for airfare, fuel, hotel, and

food. (Analysis)

8.2.B.2; 8.2.C.1-3;

 Students will utilize Entrepreneurial

9.1.A.3, 5; 9.2.A.1; Simulation entitled “Webworks”. (Synthesis)

9.2.C.1-2; 9.2.D.1-4

 Students will continue to create and

develop a business plan of their selected

entity. (Analysis, Evaluation, Synthesis)

 Students to utilize Glencoe interactive

website to reinforce material learned.

(Knowledge, Application, Comprehension,

Analysis, Evaluation, Synthesis)

o Practice Test

o Interactive Tutor

 Drag and Drop

 Crossword Puzzle

o Business Math Self Assessment

 Students will have the opportunity to utilize

classroom concepts & apply them towards

the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

Evaluation, Synthesis)

 Chapter 12 & 13 Assessments (Evaluation,

Synthesis)

Assessment Models:

 Students will be assessed through a

52

Curriculum Management System Big Idea: Market Management Strategies

Subject/Grade Level:

Topic: The Promotion Strategy

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 11: The student will be able to understand that planning and information gathering can help you

arrive at a realistic promotional budget for your business.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.



Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Webworks Entrepreneurial Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









53

Curriculum Management System Big Idea: Business Management

Subject/Grade Level:

Topic: Entrepreneur as a Successful Manager

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 12: The student will be able to understand that to be successful in a business, an entrepreneur

must perform management functions and establish a positive working environment.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

4 12.1. Describe the difference Essential Questions: NOTE: The assessment models provided in this

between the  How can the management function of controlling be document are suggestions for the teacher. If the

used to prevent problems? teacher chooses to develop his/her own model,

entrepreneurial role and it must be of equal or better quality and at the

the management role of a  Why should a manager encourage employees to treat same or higher cognitive levels (as noted in

new business owner. the business as their own? parentheses).

12.2. Identify the management  Why is image a component of a positive business Depending upon the needs of the class, the

climate? assessment questions may be answered in the

functions.

 What is the relationship between communication and form of essays, quizzes, mobiles, PowerPoint,

12.3. List and explain the key nonverbal communication? oral reports, booklets, or other formats of

elements in a positive  How do conceptual skills allow a manager to see and measurement used by the teacher.

business climate. understand the relationship between the details and

12.4. Name the three basic “the big picture”? Glencoe Entrepreneurship & Small Business

management styles. Management Text

Text, Computers, Printers, Internet Access, Network

12.5. List the skills needed for Access to student folders, Printers, Destination

managing. monitor.

12.6. Explain the principals of

management excellence. Learning Activities:

 Class discussion:

o Section 14 –Students are to

brainstorm words that come to

mind when they hear the word

structure. Students are then to

create an organizational structure

54

Curriculum Management System Big Idea: Business Management

Subject/Grade Level:

Topic: Entrepreneur as a Successful Manager

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 12: The student will be able to understand that to be successful in a business, an entrepreneur

must perform management functions and establish a positive working environment.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

12.7. CPI’s – 8.1.A.2, 3, 5; Enduring Understandings: for their own business, showing the

how the various departments in the

8.2.B.1, 2; 8.2.C.2; Students will understand that:

business relate to each

9.1.A.1, 3, 5; 9.2.A.4; other.(Knowledge)

9.2.C.1-2; 9.2.D.1-4  By comparing objectives with actual performance, a  Read Chapter 14 – Preparing and Planning

manager can handle issues before they become a to Manage. (Knowledge, Comprehension)

problem.

 Students to record terms in Vocabulary

 When employees treat the business they are working Journal. (Knowledge, Comprehension)

for as their own, they do a better job.

 Cooperative group discussion of material

 A company must have a positive image in order to covered along with completing After You

have a positive business climate. Employees want to Read Section Review (Critical Thinking &

be associated with a winner, and a company’s image Role Play Activities). (Analysis, Evaluation,

becomes part of their self-image. Synthesis)

 Nonverbal communication is a type or subset of  Students to research, outline, and present

communication such as facial expressions, gestures, an article from Entrepreneur Magazine that

posture, eye contact, personal space, and clothing relates to chapter concepts. (Application,

choices. Verbal communication includes speaking, Comprehension, Analysis, Evaluation,

listening, writing, and negotiating. Synthesis)

 Conceptual skills enable a manager to understand  Students to research employment

concepts, ideas, and principals. This allows the agencies, temporary agencies, and staffing

manager to appreciate how day-to-day decisions affect agencies to determine how a business

a business’s future and how to make big decisions. owner can benefit from using them. Find

out the services provided by each along

with fees or costs involved. (Analysis)

 Students will utilize Entrepreneurial

Simulation entitled “Webworks”. (Synthesis)



55

Curriculum Management System Big Idea: Business Management

Subject/Grade Level:

Topic: Entrepreneur as a Successful Manager

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 12: The student will be able to understand that to be successful in a business, an entrepreneur

must perform management functions and establish a positive working environment.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

 Students will continue to create and

develop a business plan of their selected

entity. (Analysis, Evaluation, Synthesis)

 Students to utilize Glencoe interactive

website to reinforce material learned.

(Knowledge, Application, Comprehension,

Analysis, Evaluation, Synthesis)

o Practice Test

o Interactive Tutor

 eFlashcards

o Software Application Activity

 Preparing and Planning to

Manage Word Application

o Business Math Self Assessment

 Students will have the opportunity to utilize

classroom concepts & apply them towards

the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

Evaluation, Synthesis)

 Chapter 14 Assessments (Evaluation,

Synthesis)









56

Curriculum Management System Big Idea: Business Management

Subject/Grade Level:

Topic: Entrepreneur as a Successful Manager

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 12: The student will be able to understand that to be successful in a business, an entrepreneur

must perform management functions and establish a positive working environment.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Assessment Models:

 Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.





Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Webworks Entrepreneurial Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









57

Curriculum Management System Big Idea: Business Management

Subject/Grade Level:

Topic: Managing Purchasing and Inventory

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 13: The student will be able to understand that businesses need to acquire inventory at the best

possible price to keep costs down for consumers which will ultimately result in larger profits.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

4 13.1. Describe the importance Essential Questions: NOTE: The assessment models provided in this

of planning purchases. document are suggestions for the teacher. If the

teacher chooses to develop his/her own model,

13.2. Identify factors that affect  Is it better to buy from one vendor or several? it must be of equal or better quality and at the

purchasing.  How do you use stock turnover rate to determine the same or higher cognitive levels (as noted in

success you have had in managing your inventory? parentheses).

13.3. Explain inventory

procedures used by small  How can you use industry averages to determine how Depending upon the needs of the class, the

successful you have been in managing your inventory? assessment questions may be answered in the

businesses. form of essays, quizzes, mobiles, PowerPoint,

 As your business grows, what inventory control system

13.4. Explain the importannce will be most useful? oral reports, booklets, or other formats of

and types of inventory measurement used by the teacher.

control.



Glencoe Entrepreneurship & Small Business

Management Text

Text, Computers, Printers, Internet Access, Network

Access to student folders, Printers, Destination

monitor.



Learning Activities:

 Class discussion:

o Section 15 –Ask the students to

think about their favorite restaurant.

Create two lists: one of all the items



58

Curriculum Management System Big Idea: Business Management

Subject/Grade Level:

Topic: Managing Purchasing and Inventory

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 13: The student will be able to understand that businesses need to acquire inventory at the best

possible price to keep costs down for consumers which will ultimately result in larger profits.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

13.5. CPI’s – 8.1.A.2, 8; Enduring Understandings: on the restaurants menu (inventory)

and one of the products the

8.1.B.3, 7; 8.2.B.1, 2; Students will understand that:

restaurant purchases but does not

8.2.C.3; 9.1.A.1; 9.2.A.2, sell (supplies and equipment). Use

5; 9.2.B.1-3; 9.2.D.1-4  Buying from one vendor may result in special these concepts to understand

treatment, including discounts, if something goes inventory. (Knowledge)

wrong with the relationship, the business becomes  Read Chapter 15 – Managing Purchasing

vulnerable. It’s better to buy from several vendors. and Inventory. (Knowledge,

 Stock turnover rate for your business can be compared Comprehension)

to the average inventory turnover rate for the specific  Students to record terms in Vocabulary

industry. Journal. (Knowledge, Comprehension)

 If you’re far ahead of the industry average, your prices  Cooperative group discussion of material

may be too low or your not meeting the customers covered along with completing After You

needs because you run out of inventory. If you lag Read Section Review (Critical Thinking &

behind the average, your inventory may be tied up in Role Play Activities). (Analysis, Evaluation,

slow-moving merchandise or material. Synthesis)

 Students to research, outline, and present

an article from Entrepreneur Magazine that

relates to chapter concepts. (Application,

Comprehension, Analysis, Evaluation,

Synthesis)

 Students to select a restaurant and

interview the owner to identify the specific

inventory method used by that business.

Discuss the advantages and disadvantages

of their system. (Analysis)



59

Curriculum Management System Big Idea: Business Management

Subject/Grade Level:

Topic: Managing Purchasing and Inventory

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 13: The student will be able to understand that businesses need to acquire inventory at the best

possible price to keep costs down for consumers which will ultimately result in larger profits.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

 Students will utilize Entrepreneurial

Simulation entitled “Webworks”. (Synthesis)

 Students will continue to create and

develop a business plan of their selected

entity. (Analysis, Evaluation, Synthesis)

 Students to utilize Glencoe interactive

website to reinforce material learned.

(Knowledge, Application, Comprehension,

Analysis, Evaluation, Synthesis)

o Practice Test

o Interactive Tutor

 Drag and Drop

o Software Application Activity

 Managing Purchasing and

Inventory Spreadsheet

Application.

o Business Math Self Assessment

 Students will have the opportunity to utilize

classroom concepts & apply them towards

the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

Evaluation, Synthesis)

 Chapter 15 Assessments (Evaluation,

Synthesis)



60

Curriculum Management System Big Idea: Business Management

Subject/Grade Level:

Topic: Managing Purchasing and Inventory

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 13: The student will be able to understand that businesses need to acquire inventory at the best

possible price to keep costs down for consumers which will ultimately result in larger profits.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Assessment Models:

 Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.



Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Webworks Entrepreneurial Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









61

Curriculum Management System Big Idea: Business Management

Subject/Grade Level:

Topic: Production Management and Distribution

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 14: The student will learn that entrepreneurs need to be resourceful when developing new

products and bringing them to market.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

4 14.1. Discuss how Essential Questions: NOTE: The assessment models provided in this

entrepreneurs develop document are suggestions for the teacher. If the

teacher chooses to develop his/her own model,

new products.  Why is it essential to involve potential customers in the it must be of equal or better quality and at the

14.2. Explain the product design and prototype process of a product? same or higher cognitive levels (as noted in

development process.  When and how would Gantt charts or PERT diagrams parentheses).

be useful in your selected business? Depending upon the needs of the class, the

14.3. Explain what is involved

 Why is quality control important? assessment questions may be answered in the

in production form of essays, quizzes, mobiles, PowerPoint,

 How does the increased or decreased productivity of

management. individual companies affect the economy? oral reports, booklets, or other formats of

14.4. Describe the activities measurement used by the teacher.

 What are the critical issues in the development of new

that are part of products?

distribution management. Glencoe Entrepreneurship & Small Business

Management Text

Text, Computers, Printers, Internet Access, Network

Access to student folders, Printers, Destination

monitor.



Learning Activities:

 Class discussion:

o Section 16 –Generate a discussion

of what quality means. Determine

the quality they expect from a

doctor, mechanic, cafeteria

manager. (Knowledge)

62

Curriculum Management System Big Idea: Business Management

Subject/Grade Level:

Topic: Production Management and Distribution

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 14: The student will learn that entrepreneurs need to be resourceful when developing new

products and bringing them to market.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

14.5. CPI’s – 8.1.A.5, 6, 9; Enduring Understandings:  Read Chapter 16 – Product Management

8.1.B.6, 7; 8.2.B.1-3; Students will understand that: Distribution. (Knowledge, Comprehension)

8.2.C.1-3; 9.1.B.5  Students to record terms in Vocabulary

Journal. (Knowledge, Comprehension)

9.2.A.2, 5; 9.2.B.1-3;  When entrepreneurs design a new product its

9.2.D.1 important that they share prototypes with potential  Cooperative group discussion of material

customers so they can identify the benefits and covered along with completing After You

features that are desired. Read Section Review (Critical Thinking &

Role Play Activities). (Analysis, Evaluation,

 Gantt charts help keep track of tasks, tracking actual

Synthesis)

progress against planned activities. PERT Diagrams

are schedules that are useful for more complex  Students to research, outline, and present

projects. an article from Entrepreneur Magazine that

relates to chapter concepts. (Application,

 Quality control is important to customers who want

Comprehension, Analysis, Evaluation,

quality products. It also helps so company’s don’t have

Synthesis)

to recall products which will ultimately save money.

 Students to research the product

 The productivity of individual companies affects the

development of a popular product.

economy by adding or removing jobs from a local area,

(Analysis)

thereby adding or taking away from sales revenues in

the community, taxes, and the overall standard of  Students will utilize Entrepreneurial

living. Simulation entitled “Webworks”. (Synthesis)

 Students will continue to create and

develop a business plan of their selected

entity. (Analysis, Evaluation, Synthesis)

 Students to utilize Glencoe interactive

website to reinforce material learned.

(Knowledge, Application, Comprehension,

Analysis, Evaluation, Synthesis)

63

Curriculum Management System Big Idea: Business Management

Subject/Grade Level:

Topic: Production Management and Distribution

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 14: The student will learn that entrepreneurs need to be resourceful when developing new

products and bringing them to market.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

o Practice Test

o Interactive Tutor

 Crossword Puzzle

o Software Application Activity

 Production Management

and Distribution

PowerPoint.

o Business Math Self Assessment

 Students will have the opportunity to utilize

classroom concepts & apply them towards

the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

Evaluation, Synthesis)

 Chapter 16 Assessments (Evaluation,

Synthesis)

Assessment Models:

 Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.









64

Curriculum Management System Big Idea: Business Management

Subject/Grade Level:

Topic: Production Management and Distribution

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 14: The student will learn that entrepreneurs need to be resourceful when developing new

products and bringing them to market.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Webworks Entrepreneurial Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









65

Curriculum Management System Big Idea: Business Management

Subject/Grade Level:

Topic: Managing Operations and Human Resources

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 15: The student will learn that managing business operations and human resources will lead to a

successful business practice.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

11 15.1. Explain the significance Essential Questions: NOTE: The assessment models provided in this

of operational plans. document are suggestions for the teacher. If the

teacher chooses to develop his/her own model,

15.2. Describe the purpose of  What policies should every business have? it must be of equal or better quality and at the

operating policies, rules,  What factors will help to decide whether to offer credit same or higher cognitive levels (as noted in

and regulations. to your customers? parentheses).

15.3. Explain the staffing  What is the best way to get information to prospective Depending upon the needs of the class, the

employees about job openings you have available? assessment questions may be answered in the

process. form of essays, quizzes, mobiles, PowerPoint,

 How does the structure of your organizational chart

15.4. Determine the need for help you delegate responsibility? oral reports, booklets, or other formats of

additional policies. measurement used by the teacher.

 When would “money back guarantee, no questions

15.5. Identify the components asked” be a good policy?

of human resource  How can business owners benefit by hiring employees Glencoe Entrepreneurship & Small Business

who belong to labor unions? Management Text

management.

Text, Computers, Printers, Internet Access, Network

15.6. Explain how managers  Would you provide employee training that was

Access to student folders, Printers, Destination

worthwhile but not cost effective?

influence motivation. monitor.

 Are most employees like those described by Theory X

15.7. Describe ways to or Theory Y?

maximize employee Learning Activities:

 What do you think motivates employees the most?

performance.  Class discussion:

 When you delegate responsibility to an employee, who

15.8. Explain the importance of has the final responsibility? o Section 17 –Brainstorm operating

delegation. policies and rules for a new

business. Organize the list into the

15.9. Explain how to assess following categories: Hours of

motivational techniques Operation, Credit Policies,

Return/Rework Policies, Delivery

66

Curriculum Management System Big Idea: Business Management

Subject/Grade Level:

Topic: Managing Operations and Human Resources

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 15: The student will learn that managing business operations and human resources will lead to a

successful business practice.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

used to increase Enduring Understandings: Policies, Customer Service

performance levels. Policies, Employee and Customer

Students will understand that:

Safety Policies. (Knowledge)

 Read Chapter 17 & 18 – Managing

 Businesses should have policies dealing with health Operations and Staffing; Managing Human

and safety, fundamental fairness, and customer Resources. (Knowledge, Comprehension)

relations. Ultimately policies depend on a particular

 Students to record terms in Vocabulary

business.

Journal. (Knowledge, Comprehension)

 Offering credit depends on the products a business

 Cooperative group discussion of material

sells. A no-credit policy suits a business that sells low

covered along with completing After You

priced items and consumable goods. Big ticket items

Read Section Review (Critical Thinking &

might require a business to offer credit.

Role Play Activities). (Analysis, Evaluation,

 The structure of the organization should indicate how Synthesis)

all jobs are related, allowing you to consider the best

 Students to research, outline, and present

way to delegate responsibility.

an article from Entrepreneur Magazine that

 Training for improving customer relations may not relates to chapter concepts. (Application,

increase sales immediately but will improve customer Comprehension, Analysis, Evaluation,

satisfaction. Synthesis)

 Invite a person from a local department

store to discuss credit cards and finance

charges. (Analysis)

 Visit local businesses in the community to

learn about employee training and

development programs. (Analysis)

 Students will utilize Entrepreneurial

Simulation entitled “Webworks”. (Synthesis)

67

Curriculum Management System Big Idea: Business Management

Subject/Grade Level:

Topic: Managing Operations and Human Resources

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 15: The student will learn that managing business operations and human resources will lead to a

successful business practice.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

15.10. CPI’s – 8.1.A.5, 6, 9;  Students will continue to create and

8.2.C.1-3; 9.1.A.1-5; develop a business plan of their selected

entity. (Analysis, Evaluation, Synthesis)

9.1.B.1-5; 9.2.A.2;

9.2.B.1-3; 9.2.C.1-2;  Students to utilize Glencoe interactive

website to reinforce material learned.

9.2.D.-4 (Knowledge, Application, Comprehension,

Analysis, Evaluation, Synthesis)

o Practice Test

o Interactive Tutor

 eFlashcards

 Drag and Drop

o Software Application Activity

 Managing Operations Word

Project.

 Managing Human

Resources PowerPoint

o Business Math Self Assessment

 Students will have the opportunity to utilize

classroom concepts & apply them towards

the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

Evaluation, Synthesis)

 Chapter 17 & 18 Assessments (Evaluation,

Synthesis)



68

Curriculum Management System Big Idea: Business Management

Subject/Grade Level:

Topic: Managing Operations and Human Resources

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 15: The student will learn that managing business operations and human resources will lead to a

successful business practice.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Assessment Models:

 Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.



Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Webworks Entrepreneurial Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









69

Curriculum Management System Big Idea: Financial Management

Subject/Grade Level:

Topic: Business Financing Incorporating Accounting and Financial Reporting

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 16: The student will learn that starting a business requires personal investment. Financial record

keeping must be kept accurate to ensure a successful business.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

8 16.1. Describe the resources Essential Questions: NOTE: The assessment models provided in this

available to entreprenurs document are suggestions for the teacher. If the

teacher chooses to develop his/her own model,

to start their own  How might you use bootstrapping to help your new it must be of equal or better quality and at the

business. business get off the ground? same or higher cognitive levels (as noted in

16.2. Compare and contrast  If you wanted to retain as much control of your parentheses).

business as possible, what sources of financing would Depending upon the needs of the class, the

sources of financing for you consider?

start-up ventures. assessment questions may be answered in the

 What advantages does equity financing have over debt form of essays, quizzes, mobiles, PowerPoint,

16.3. Describe the importance financing? oral reports, booklets, or other formats of

of financial planning.  How would you develop a financial plan for the first ten measurement used by the teacher.

16.4. Describe the information years of your business?

needed to obtain  In what circumstances would an entrepreneur want to Glencoe Entrepreneurship & Small Business

financing. give equity (instead of salary) to an employee? Management Text



16.5. Explain the types of  What would happen if a large corporation did not Text, Computers, Printers, Internet Access, Network

prepare financial statements? Access to student folders, Printers, Destination

growth financing monitor.

 What factors might cause a small business owner to

available to neglect to keep accounting records up to date?

entrepreneurs. Learning Activities:

16.6. Describe how to calculate  Class discussion:

start-up capital o Section 19 – Students are to

requirements. assume that they lack the capital to

16.7. Explain the important role start up their enterprise. Discuss

how they will get the necessary

accounting plays in funds and list possible sources.

70

Curriculum Management System Big Idea: Financial Management

Subject/Grade Level:

Topic: Business Financing Incorporating Accounting and Financial Reporting

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 16: The student will learn that starting a business requires personal investment. Financial record

keeping must be kept accurate to ensure a successful business.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

business. Enduring Understandings: (Knowledge)

16.8. Explain the accounting Students will understand that: o Section 20 – Discuss with the

students what kind of financial

system for a small record keeping they do for

business.  Bootstrapping techniques would include hiring as few themselves. Inform students that

16.9. Describe the importance employees as possible, leasing equipment, and being this experience will help them once

creative on a limited budget. they are in business.

of daily sales and cash

receipts reports.  To retain business control self-funding or loan options  Read Chapter 19 & 20 – Financing Your

would be explored so ownership would not have to be Business, Accounting and Financial

16.10. Describe the items of jeopardized. Reporting. (Knowledge, Comprehension)

information included on  Giving employee equity is an option if the company is  Students to record terms in Vocabulary

each financial statement. having a cash flow problem. Journal. (Knowledge, Comprehension)

16.11. Identify ongoing  An owner may be too busy to keep up on accounting  Cooperative group discussion of material

accounting activities. functions or not have the skills to properly run a covered along with completing After You

business. Read Section Review (Critical Thinking &

16.12. Explain how technology

 Computerized accounting provides speed and Role Play Activities). (Analysis, Evaluation,

helps business owners accuracy in maintaining financial records. The Synthesis)

with all the accounting computer does most of the accounting functions,  Students to research, outline, and present

functions. freeing up the business owner’s time to handle other an article from Entrepreneur Magazine that

responsibilities. relates to chapter concepts. (Application,

16.13. Describe the purpose of

comparative financial  Business owners need accountants to analyze financial Comprehension, Analysis, Evaluation,

information and to make recommendations for Synthesis)

statements. improving business operations.  Have students create a visual presentation

16.14. Describe how different that compares and evaluates banking

ratios are calculated. services and describe how to manage a

checking and savings account.. (Analysis)

16.15. Explain why financial

71

Curriculum Management System Big Idea: Financial Management

Subject/Grade Level:

Topic: Business Financing Incorporating Accounting and Financial Reporting

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 16: The student will learn that starting a business requires personal investment. Financial record

keeping must be kept accurate to ensure a successful business.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

statements are essential  Invite an accounting professional into the

for decision making. class to conduct a seminar on accounting

basics.. (Analysis)

16.16. Describe why evaluating

profit potential is a useful  Students will utilize Entrepreneurial

Simulation entitled “Webworks”. (Synthesis)

technique to plan for

profits.  Students will continue to create and

develop a business plan of their selected

16.17. Describe ways to entity. (Analysis, Evaluation, Synthesis)

manage cash flow.  Students to utilize Glencoe interactive

16.18. Explain the importance website to reinforce material learned.

(Knowledge, Application, Comprehension,

of controlling capital

Analysis, Evaluation, Synthesis)

expenditures.

o Practice Test

16.19. Describe ways to control o Interactive Tutor

your taxes.  Crossword Puzzle

16.20. Describe how you can  eFalshcards

manage credit offered to o Software Application Activity

customers.  Financing Your Business

Spreadsheet

 Accounting and Financial

Reporting Spreadsheet

o Business Math Self Assessment

 Students will have the opportunity to utilize

classroom concepts & apply them towards



72

Curriculum Management System Big Idea: Financial Management

Subject/Grade Level:

Topic: Business Financing Incorporating Accounting and Financial Reporting

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 16: The student will learn that starting a business requires personal investment. Financial record

keeping must be kept accurate to ensure a successful business.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

16.21. CPI’s – 8.1.A.3; the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

8.1.B.1-4, 11, 12; Evaluation, Synthesis)

8.2.A.1-3; 9.1.A.1-5;  Chapter 19 & 20 Assessments (Evaluation,

9.1.B.1-5; 9.2.A.2; Synthesis)

9.2.B.1-3; 9.2.C.1-2; Assessment Models:

9.2.E.1-8  Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.



Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Webworks Entrepreneurial Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









73

Curriculum Management System Big Idea: Business Expansion

Subject/Grade Level:

Topic: Risk Management

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 17: The student will learn that risk management and strategic planning will increase a business’

future success.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

4 17.1. Explain why risk is Essential Questions: NOTE: The assessment models provided in this

inevitable. document are suggestions for the teacher. If the

teacher chooses to develop his/her own model,

17.2. Describe speculative risk.  What is the difference between credit card theft and it must be of equal or better quality and at the

writing bad checks? How can a store owner deal with same or higher cognitive levels (as noted in

17.3. Describe three categories them? parentheses).

of pure risk.  Does insurance eliminate risk? Depending upon the needs of the class, the

17.4. List the four risk  How can risk be transferred, other than to an insurance assessment questions may be answered in the

management strategies. company? form of essays, quizzes, mobiles, PowerPoint,

17.5. Describe the steps oral reports, booklets, or other formats of

measurement used by the teacher.

involved is selecting an

insurance agent.

Glencoe Entrepreneurship & Small Business

17.6. Discuss the procedures Management Text

for deciding on security Text, Computers, Printers, Internet Access, Network

measures. Access to student folders, Printers, Destination

17.7. Develop emergency monitor.

response plans for

potential crises. Learning Activities:

 Class discussion:

o Section 22 – Ask students to define

the term risk. After the class agrees

on a definition, have them create a

list of risks they face in their lives.

Next, have the students brainstorm

74

Curriculum Management System Big Idea: Business Expansion

Subject/Grade Level:

Topic: Risk Management

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 17: The student will learn that risk management and strategic planning will increase a business’

future success.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

17.8. CPI’s – 8.1.A.1, 5, 6; Enduring Understandings: the risks a business faces.

(Knowledge)

8.1.B.1-4, 11, 12; Students will understand that:

 Read Chapter 22 – Risk Management.

8.2.A.1-3; 9.1.A.1, 3; (Knowledge, Comprehension)

9.1.B.1-5; 9.1.C.2;  Stolen credit cards may be used to run up large bills.

 Students to record terms in Vocabulary

9.2.A.2; 9.2.B.1-3; When customers write bad checks, they don’t have

Journal. (Knowledge, Comprehension)

9.2.C.1 sufficient funds in their account to pay for the products.

A store owner can use an electronic credit authorizer to  Cooperative group discussion of material

verify whether a credit card is good. covered along with completing After You

Read Section Review (Critical Thinking &

 Insurance does not eliminate risk; it transfers the risk.

Role Play Activities). (Analysis, Evaluation,

The risk is still there, and the business is responsible

Synthesis)

for some of it.

 Students to research, outline, and present

 No matter how many preventative measures are put in

an article from Entrepreneur Magazine that

place, it is impossible to totally protect a business from

relates to chapter concepts. (Application,

risk.

Comprehension, Analysis, Evaluation,

Synthesis)

 Students will create a brochure for small

business owners explaining the types of

insurance businesses can purchase to

reduce their risk. (Analysis)

 Students will utilize Entrepreneurial

Simulation entitled “Webworks”. (Synthesis)

 Students will continue to create and

develop a business plan of their selected

entity. (Analysis, Evaluation, Synthesis)

 Students to utilize Glencoe interactive

75

Curriculum Management System Big Idea: Business Expansion

Subject/Grade Level:

Topic: Risk Management

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 17: The student will learn that risk management and strategic planning will increase a business’

future success.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

website to reinforce material learned.

(Knowledge, Application, Comprehension,

Analysis, Evaluation, Synthesis)

o Practice Test

o Interactive Tutor

 Crossword Puzzle

o Software Application Activity

 Risk Management

PowerPoint

o Business Math Self Assessment

 Students will have the opportunity to utilize

classroom concepts & apply them towards

the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

Evaluation, Synthesis)

 Chapter 22 Assessments (Evaluation,

Synthesis)

Assessment Models:

 Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.







76

Curriculum Management System Big Idea: Business Expansion

Subject/Grade Level:

Topic: Risk Management

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 17: The student will learn that risk management and strategic planning will increase a business’

future success.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Webworks Entrepreneurial Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









77

Curriculum Management System Big Idea: Business Expansion

Subject/Grade Level:

Topic: Making Your Business Grow

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 18: The student will learn that growing a business requires research and planning.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

4 18.1. Evaluate the three Essential Questions: NOTE: The assessment models provided in this

primary methods for document are suggestions for the teacher. If the

teacher chooses to develop his/her own model,

growing your business.  Your product, a new kind of cereal, seems to have it must be of equal or better quality and at the

18.2. Describe intensive growth reached a plateau in the growth of market share. Which same or higher cognitive levels (as noted in

growth strategies could you use to increase its sales? parentheses).

strategies that can be used

 What problems are associated with conglomerate Depending upon the needs of the class, the

to take advantage of diversification?

opportunities within a assessment questions may be answered in the

 What steps would you take to expand a business form of essays, quizzes, mobiles, PowerPoint,

current market. internationally? oral reports, booklets, or other formats of

18.3. Discuss integrative  What are the advantages of a private placement over measurement used by the teacher.

growth strategies that can public offering for a growing business in need of

be used to expand a expansion financing? Glencoe Entrepreneurship & Small Business

business within its  What are the three factors that affect growth? Management Text

industry. Text, Computers, Printers, Internet Access, Network

Access to student folders, Printers, Destination

18.4. Explain diversification

monitor.

growth strategies that can

be used to take advantage

Learning Activities:

of business opportunities

outside a business’market  Class discussion:

or industry. o Section 23 – Identify a diversified

company such as General Mills.

18.5. Describe the challenges Ask students to name all the

that come with growth. products that this company offers to

its customers. Discuss why this

78

Curriculum Management System Big Idea: Business Expansion

Subject/Grade Level:

Topic: Making Your Business Grow

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 18: The student will learn that growing a business requires research and planning.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

18.6. Explain what it takes to Enduring Understandings: company sells so many products.

(Knowledge)

acquire growth capital. Students will understand that:

 Read Chapter 23 – Making Your Business

18.7. Discuss the types of Grow. (Knowledge, Comprehension)

growth funding.  When a product reaches a plateau in the growth of

 Students to record terms in Vocabulary

market share the business can then use market

Journal. (Knowledge, Comprehension)

development to seek out customers in new geographic

regions.  Cooperative group discussion of material

covered along with completing After You

 Diversification can be profitable, but it also can be

Read Section Review (Critical Thinking &

distracting, particularly at the start up or in the early

Role Play Activities). (Analysis, Evaluation,

years of a company. It pulls the entrepreneur from the

Synthesis)

core business. The business needs to be under control

(profitable, generating a positive cash flow) before  Students to research, outline, and present

diversification is considered. an article from Entrepreneur Magazine that

relates to chapter concepts. (Application,

 A private placement is easier and less expensive than

Comprehension, Analysis, Evaluation,

a public offering, and it is not subject to many of the

Synthesis)

regulations that apply to public companies.

 Students will create a chart showing the

advantages and disadvantages of growing

a business. (Analysis)

 Students will utilize Entrepreneurial

Simulation entitled “Webworks”. (Synthesis)

 Students will continue to create and

develop a business plan of their selected

entity. (Analysis, Evaluation, Synthesis)

 Students to utilize Glencoe interactive

website to reinforce material learned.

79

Curriculum Management System Big Idea: Business Expansion

Subject/Grade Level:

Topic: Making Your Business Grow

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 18: The student will learn that growing a business requires research and planning.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

18.8. CPI’s – 8.1.A.1, 2, 6; (Knowledge, Application, Comprehension,

Analysis, Evaluation, Synthesis)

8.2.A.1-3; 8.2.B.1-3;

o Practice Test

9.1.A.1-5; 9.1.B.1-5;

o Interactive Tutor

9.1.C.2; 9.2.A.1, 2, 4, 5;

9.2.B.1-3; 9.2.C.1;  eFlashcards

9.2.D.1-4 o Software Application Activity

 Making Your Business

Grow Word Processing

o Business Math Self Assessment

 Students will have the opportunity to utilize

classroom concepts & apply them towards

the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

Evaluation, Synthesis)

 Chapter 23 Assessments (Evaluation,

Synthesis)

Assessment Models:

 Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.









80

Curriculum Management System Big Idea: Business Expansion

Subject/Grade Level:

Topic: Making Your Business Grow

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 18: The student will learn that growing a business requires research and planning.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Webworks Entrepreneurial Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









81

Curriculum Management System Big Idea: Business Expansion

Subject/Grade Level:

Topic: Social and Ethical Responsibility

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 19: The student will learn that ethics help people decide how to act in situations where moral

issues are involved, setting standards for moral behavior.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

3 19.1. Explain the relationship Essential Questions: NOTE: The assessment models provided in this

between entrepreneurs document are suggestions for the teacher. If the

teacher chooses to develop his/her own model,

and social responsibility.  What is the difference between social responsibility and it must be of equal or better quality and at the

19.2. Discuss how ethical responsibility? same or higher cognitive levels (as noted in

entrepreneurs can  How do socially responsible firms improve quality of parentheses).

life? Depending upon the needs of the class, the

contribute to their

communities.  What is the value of developing a written code of assessment questions may be answered in the

ethics? form of essays, quizzes, mobiles, PowerPoint,

19.3. Define ethics and ethical  Should American businesses pay or accept bribes oral reports, booklets, or other formats of

behavior. when operating in countries where bribes are the measurement used by the teacher.

19.4. Explain how to develop a norm?

code of ethics.  Is there ever a time when desperate measures are the Glencoe Entrepreneurship & Small Business

right thing to do; for example, when a business’s very Management Text

19.5. List ethical problems that survival is at stake? Text, Computers, Printers, Internet Access, Network

entrepreneurs face.

 Why is everyone’s code of ethics not the same? Access to student folders, Printers, Destination

monitor.



Learning Activities:

 Class discussion:

o Section 24 – Divide the class into

two groups for an informal debate

on the social responsibility of small

businesses. (Knowledge)



82

Curriculum Management System Big Idea: Business Expansion

Subject/Grade Level:

Topic: Social and Ethical Responsibility

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 19: The student will learn that ethics help people decide how to act in situations where moral

issues are involved, setting standards for moral behavior.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

19.6. CPI’s – 8.1.A.1, 2, 6; Enduring Understandings:  Read Chapter 24 – Social and Ethical

8.2.A.1-3; 8.2.B.1; Students will understand that: Responsibility. (Knowledge,

Comprehension)

9.1.A.1-5; 9.1.C.2;

 Students to record terms in Vocabulary

9.2.A.1, 2; 9.2.B.1-3;  Social responsibility includes ethical responsibility.

Journal. (Knowledge, Comprehension)

9.2.C.1; Ethical responsibility is a reflection of one’s value

system. Social responsibility is one’s commitment to  Cooperative group discussion of material

society to be ethical, fair, honest, and responsibility. covered along with completing After You

Read Section Review (Critical Thinking &

 A written code of ethics reduces the chances of

Role Play Activities). (Analysis, Evaluation,

unethical behavior because it provides a standard of

Synthesis)

conduct.

 Students to research, outline, and present

 Entrepreneurs should strive to be ethical in all

an article from Entrepreneur Magazine that

situations. When the welfare of employees or the

relates to chapter concepts. (Application,

survival of a business is at stake, entrepreneurs may

Comprehension, Analysis, Evaluation,

choose to do something they would not do under

Synthesis)

normal circumstances.

 Students will create a code of ethics for a

 Everyone’s code of ethics is different because

specific business they are interested in

everyone has a different value system.

opening. (Analysis)

 Students will utilize Entrepreneurial

Simulation entitled “Webworks”. (Synthesis)

 Students will continue to create and

develop a business plan of their selected

entity. (Analysis, Evaluation, Synthesis)

 Students to utilize Glencoe interactive

website to reinforce material learned.

(Knowledge, Application, Comprehension,

83

Curriculum Management System Big Idea: Business Expansion

Subject/Grade Level:

Topic: Social and Ethical Responsibility

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 19: The student will learn that ethics help people decide how to act in situations where moral

issues are involved, setting standards for moral behavior.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Analysis, Evaluation, Synthesis)

o Practice Test

o Interactive Tutor

 Drag and Drop

o Software Application Activity

 Social and Ethical

Responsibility Word

Document

o Business Math Self Assessment

 Students will have the opportunity to utilize

classroom concepts & apply them towards

the operation of the Falcon Zone School

Store. (Knowledge, Application, Analysis,

Evaluation, Synthesis)

 Chapter 24 Assessments (Evaluation,

Synthesis)

Assessment Models:

 Students will be assessed through a

combination of written homework

assignments, class work, cooperative group

assignments, presentations, quizzes and

tests.









84

Curriculum Management System Big Idea: Business Expansion

Subject/Grade Level:

Topic: Social and Ethical Responsibility

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 19: The student will learn that ethics help people decide how to act in situations where moral

issues are involved, setting standards for moral behavior.

Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

Additional Resources:

 Entrepreneur Magazine

o www.entrepreneur.com/

 Webworks Entrepreneurial Simulation

 Glencoe Interactive Website

o http://highered.mcgraw-

hill.com/sites/0078613035/

 Falcon Zone School Store









85

Curriculum Management System Big Idea: Business Expansion

Subject/Grade Level:

Topic: Identity Theft

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 20: The student will learn how to deter, detect, and defend against identity theft.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

4 20.1. Protect your social Essential Questions: NOTE: The assessment models provided in this

security number. document are suggestions for the teacher. If the

teacher chooses to develop his/her own model,

20.2. Treat your trash and mail  What is a credit freeze? it must be of equal or better quality and at the

carefully.  Who can access my credit report if I place a credit same or higher cognitive levels (as noted in

freeze? parentheses).

20.3. Be on guard when using

the internet.  What’s the difference between a credit freeze and a Depending upon the needs of the class, the

fraud alert? assessment questions may be answered in the

20.4. Select intricate  What personal information should I monitor regularly? form of essays, quizzes, mobiles, PowerPoint,

passwords. oral reports, booklets, or other formats of

 How do I get my free annual credit reports? measurement used by the teacher.

20.5. Verify sources before  What is a fraud alert?

sharing information.  How can businesses assist their customers when their Federal Trade Commission – Fighting Back

20.6. Safeguard their purse and identity is stolen? Against Identity Theft.

wallet.  How can law enforcement assist victims of identity http://www.ftc.gov/bcp/edu/microsites/idtheft/in

20.7. Store information in theft? dex.html

secure locations.

20.8. Identify the signs of Learning Activities:

identity theft.  Class discussion:

20.9. Find out how identity was o Discuss identity theft and find out if

students have a story to share

stolen. regarding this topic. (Knowledge)

20.10. Get annual credit  Read the various links at this website that

reports. pertain to identity theft personal/business.



86

Curriculum Management System Big Idea: Business Expansion

Subject/Grade Level:

Topic: Identity Theft

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 20: The student will learn how to deter, detect, and defend against identity theft.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

20.11. Using credit monitoring Enduring Understandings: (Knowledge, Comprehension)

services. Students will understand that:  Students to record terms in Vocabulary

Journal. (Knowledge, Comprehension)

20.12. Steps that should be

 Cooperative group discussion of material

taken for a victum of  In many states consumers have the ability to freeze

covered along with completing posted

identity theft. their credit so they restrict access from potential

information on the web site. (Critical

creditors and third parties.

20.13. Understand the terms Thinking & Role Play Activities). (Analysis,

 All companies that deal with a specific individual will Evaluation, Synthesis)

fraud alert and credit still have access to their credit reports while there is a

freeze.  Students to research, outline, and present

freeze.

an article from Entrepreneur Magazine that

20.14. Notify authorities that  A fraud alert is another tool for people who’ve had relates to concepts. (Application,

identity theft has their ID stolen – or who suspect it may have been Comprehension, Analysis, Evaluation,

stolen. With a fraud alert in place, businesses may still Synthesis)

occurred.

check your credit report. Depending on whether you

 Students will create a PowerPoint on

place an initial 90-day fraud alert or an extended fraud

identity theft. (Analysis)

alert, potential creditors must either contact you or use

what the law refers to as “reasonable policies and  Students will utilize Entrepreneurial

procedures” to verify your identity before issuing credit Simulation entitled “Webworks”. (Synthesis)

in your name. However, the steps potential creditors  Students will complete business plan of

take to verify your identity may not always alert them their selected entity. (Analysis, Evaluation,

that the applicant is not you. Synthesis)

 A credit freeze, will prevent potential creditors and  Students will have the opportunity to utilize

other third parties from accessing your credit report at classroom concepts & apply them towards

all, unless you lift the freeze or already have a the operation of the Falcon Zone School

relationship with the company. Some consumers use Store. (Knowledge, Application, Analysis,

credit freezes because they feel they give more Evaluation, Synthesis)

protection. As with credit freezes, fraud alerts are

87

Curriculum Management System Big Idea: Business Expansion

Subject/Grade Level:

Topic: Identity Theft

10-12 / Entrepreneurship

Overarching Goals:

Suggested days of Instruction









(1) Communicate entrepreneurial ideas in clear, concise, organized language that varies in content, format

and form for different audiences and purposes.

(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems.

(3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 20: The student will learn how to deter, detect, and defend against identity theft.



Objectives / Cluster Concepts / Essential Questions, Enduring Understandings, Instructional Tools / Materials / Technology /

Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities /

(CPI's) Interdisciplinary Activities / Assessment Model

The student will be able to:

20.15. CPI’s – 8.1.A.1, 2, 6; mainly effective against new credit accounts being  Identity Theft Assessment (Evaluation,

opened in your name, but will likely not stop thieves Synthesis)

8.2.A.1-3; 8.2.B.1-3; from using your existing accounts, or opening new

9.1.A.1-5; 9.1.B.1-5; accounts such as new telephone or wireless accounts, Assessment Models:

9.1.C.2; 9.2.A.1, 2, 4, 5; where credit is often not checked. Also, only people  Students will be assessed through a

9.2.B.1-3; 9.2.C.1; who’ve had their ID stolen – or who suspect it may combination of written homework

have been stolen, may place fraud alerts. In some assignments, class work, cooperative group

9.2.D.1-4 assignments, presentations, quizzes and

states, anyone can place a credit freeze.

 Under the 2003 amendments to the Fair Credit tests.

Reporting Act (PDF, 192 KB) (FCRA) section 609(e),

identity theft victims are entitled to get from businesses Additional Resources:

a copy of the application or other business transaction  Entrepreneur Magazine

records relating to their identity theft free of charge.

o www.entrepreneur.com/

 Law enforcement will take a report and classify it under

your jurisdiction's identity theft or fraud code. A police  Webworks Entrepreneurial Simulation

report is critical in helping victims get rid of fraudulent  Falcon Zone School Store

debts and clear up their credit reports.









88

Entrepreneurship



COURSE BENCHMARKS







1. The student will learn about the initial stages of entrepreneurship and how the economy affects the entrepreneurial process.

2. The student will learn to identify key skills and traits required to pursue an entrepreneurial career.

3. The student will learn the advantages and disadvantages of starting versus buying an established business. This concept will be further explored at the global

market level.

4. The student will learn how to utilize a feasibility analysis to develop a business plan.

5. The student will be able to define areas of analysis and conduct effective industry and market research.

6. The student will be able to differentiate amongst the various business entities; Sole Proprietorship, Partnerships, Corporations.

7. The student will be able to identify laws and regulations that protect products and employees.

8. The student will be able to select a specific location within a community and design a facility layout plan.

9. The student will learn that a business needs a well constructed marketing plan to succeed.

10. The student will be able to create an effective pricing strategy that is an important factor in the marketing plan.

11. The student will be able to understand that planning and information gathering can help you arrive at a realistic promotional budget for your business.

12. The student will be able to understand that to be successful in a business, an entrepreneur must perform management functions and establish a positive

working environment.

13. The student will be able to understand that businesses need to acquire inventory at the best possible price to keep costs down for consumers which will

ultimately result in larger profits.

14. The student will learn that entrepreneurs need to be resourceful when developing new products and bringing them to market.

15. The student will learn that managing business operations and human resources will lead to a successful business practice.

16. The student will learn that starting a business requires personal investment. Financial record keeping must be kept accurate to ensure a successful business.

17. The student will learn that risk management and strategic planning will increase a business’ future success.

18. The student will learn that ethics help people decide how to act in situations where moral issues are involved, setting standards for moral behavior.

19. The student will learn how to deter, detect, and defend against identity theft.









89